Patterns, Pedagogical Design Schemes and Process for Instructional Design

2013 ◽  
Author(s):  
Jean-Pierre Clayer ◽  
Claudine Toffolon ◽  
Christophe Choquet
Keyword(s):  
Instructional Design ◽  
Pedagogical Design

From Instructional Design to Setting up Pedagogical Infrastructures

2010 ◽  
pp. 169-185 ◽  
Author(s):  
Minna Lakkala ◽  
Liisa Ilomäki ◽  
Kari Kosonen
Keyword(s):  
Instructional Design ◽  
Modern Technology ◽  
Conceptual Tool ◽  
Content Learning ◽  
Knowledge Practices ◽  
Cognitive Components ◽  
Pedagogical Design ◽  
New Challenges ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

Changes in society and working life have led educationists to propose that educational practices should pay special attention to advancing skills for knowledge creation, collaboration, and expert-like working with knowledge supported by modern technology. Classic models of instructional design mainly concentrate on individual content learning and are based on the strict pre-structuring of activities. The pedagogical design of collaborative knowledge construction is more indirect, focusing on establishing the underlying conditions in the learning environment to enhance desired practices. This creates new challenges for pedagogical design. Building on such views, a pedagogical infrastructure framework, including technical, social, epistemological, and cognitive components, is introduced as a conceptual tool to be used in evaluating the implementations of technology-enhanced collaborative knowledge practices in education. Three course examples are described using the introduced framework to demonstrate its applicability for examining pedagogical designs.

scholarly journals METHODS AND FORM OF EDUCATION DESIGN IN THE PRESCHOOL EDUCATION SYSTEM

2020 ◽  
pp. 25-27
Author(s):  
Zuparova Dilnoza Dadakhanovna ◽  
Yuldasheva Nodira Dadakhanovna
Keyword(s):  
Instructional Design ◽  
Key Words ◽  
Education System ◽  
Design Education ◽  
Preschool Education ◽  
Design Project ◽  
Pedagogical Design ◽  
Education Design ◽  
Project Culture ◽  
Culture Competence

This thesis highlights the relevance of methods, shapes and implementation tools of design education as an innovation and effective method of modernization of nursery education. Highlights the essence of concepts of design, design education and instructional design. KEY WORDS: design, design education, pedagogical design, project culture, competence, preschool pedagogy.

scholarly journals Application of the principles of pedagogical design in the design of informatics lessons

2019 ◽  
Vol 16 (4) ◽  
pp. 308-317
Author(s):  
Anton V. Andreev ◽  
Natalia A. Usova
Keyword(s):  
Instructional Design ◽  
Computer Science ◽  
Information Technologies ◽  
Training Programs ◽  
Holistic Approach ◽  
School Curriculum ◽  
Educational Process ◽  
Pedagogical Design ◽  
Multimedia Resources ◽  
Process Methodology

Problem and goal. The article deals with different approaches to the use of pedagogical design for the construction of the educational process, the problem of designing lessons with the use of pedagogical design. The aim was to identify the features of using the principles of pedagogical design for the organization of the educational process. Methodology. The analysis of different approaches to the use of the principles of pedagogical design in the school curriculum, in teaching computer science. The analysis of curricula, manuals, dissertations, conference materials on GEF and the study of scientifi literature on pedagogical design and its application in the educational process. Results. The principles of the educational process of Robert Gagne with the use of pedagogical design are considered. Various approaches to the use of the principles of pedagogical design in computer science lessons, including multimedia resources, information technologies, the platform of the Moscow Electronic School, are analyzed. Conclusion. The study showed that to maintain the continuity of the educational process is a holistic approach to the development and implementation of training programs in informatics using principles of instructional design, which also contributes to support the educational learning environment.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

Designed Learner Interactions in Blended Course Delivery

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Reba-Anna Lee ◽  
Brian Dashew
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Design Process ◽  
Course Delivery ◽  
Student Interactions ◽  
Face To Face ◽  
Instructional Design Process ◽  
Hybrid Delivery ◽  
Academic Technology ◽  
Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

Effective instructional design for value dominant education in Malaysian public universities

2008 ◽  
Vol 5 (2) ◽  
pp. 61
Author(s):  
MOHD NOR MAMAT ◽  
Fattawi Mokhtar
Keyword(s):  
Instructional Design ◽  
Environmental Ethics ◽  
Holistic Education ◽  
Environmental Attitude ◽  
National Education ◽  
Instructional Activities ◽  
Attitude Test ◽  
Ethics Course ◽  
Education Today ◽  
Document Review

Education is an important medium to ensure sustainability of human civilization. Holistic education must contain three main objectives to be achieved; cognitive, psychomotor and affective domains which involve knowledge transfer, skill enhancement and value or attitude inculcation. Our national education today regardless in primary, secondary or tertiary level seems to be more on producing graduates with knowledge and skill, but not much on value as major. This doesn't mean that value-education should be dominant in educational curriculum but it could be dominant within specific value dominant courses. Ethics or moral courses are among value-dominant courses that must prioritize value or attitude effects as main objectives. This needs different and specific instructional design (ID) in which value become major objectives in learning outcomes, activities, evaluation and etc. The study selected environmental ethics course as a case study. The study has recognized unique instructional activities for three different groups in UiTM A, UiTM B and UPSI (n=108). ID also includes learning objectives, learning object and content itself, other than instructional activities. All these have been identified using document review and interviews. The effects of environmental attitude (EA) have been measured using New Environmental Paradigm (NEP) which is endorsed by UNESCO and Behaviour-based Environmental Attitude Test by F J. Kaiser (2007) at the end of the semester to identify the effects of environmental paradigm and attitude. In this study, the result ofEA would be correlated with the different unique objectives, contents and activities to recognize the best ID for producing value effects, which is the environmental attitude. This led to few main findings as the best practices; religious elements, practical contents and environmental-related activities which have affected much on student's paradigm and attitude towards environment.

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